Scott Douglas

Director, Professional Development and English as an Additional Language Programs

Education

Other Titles: Professor
Office: EME3151
Phone: 250.807.9277
Email: scott.douglas@ubc.ca

Graduate student supervisor. Focus: EAL Teaching and Learning in Adult and Post-Secondary Contexts.

Research Summary

English as an Additional Language (EAL) Teaching and Learning in Adult and Post-Secondary Contexts; Teaching English as an Additional Language (TEAL); Teaching English to Speakers of Other Languages (TESOL); Applied Linguistics; English Language Teaching (ELT); Curriculum and Materials Design; English for Academic Purposes (EAP); English Language Learning (ELL); EAL Short-Term Study Abroad

Courses & Teaching

Undergraduate Courses

EDUC 407 Concept Studies Module 1—Developing Instructional Strategies ESL/FSL
EDUC 436 Developing Curricular Vision for a Democratic Society
EDUC 459 ESL in Secondary Education

Post-Baccalaureate Courses

LLED 494 Introduction to Additional Language Teaching and Learning
LLED 495 Curriculum and Materials Design in Additional Language Teaching and Learning
LLED 496 Theory and Practice in Additional Language Teaching and Learning

Graduate Courses

EDUC 560 Directed Studies in Education: TESOL Inquiry
IGS 620 Advanced Topics in Interdisciplinary Studies: TESOL Frameworks
EDUC 524 Language Teaching and Learning
EDUC 562 Special Topics in Education: TESOL Materials

Biography

Scott Roy Douglas is a professor in the University of British Columbia’s Okanagan School of Education (OSE), with a focus on EAL teaching and learning in adult and post-secondary contexts. He is also the editor of the BC TEAL Journal, the peer-reviewed publication of the Association of BC Teachers of English as an Additional Language. Please see the EAL Learning Lab for more information on research being carried out in the OSE in the field of EAL teaching and learning.

Websites

EAL Learning Lab

English Foundation Program

EAL for Work-Life Success

Short-Term EAL Programs

TEAL Post-Baccalaureate Certificate

Google Scholar Profile for Dr. Scott Douglas

Degrees

BA, MEd, PhD (University of Calgary)

Research Interests & Projects

Development and Alumni Engagement Funding

EAL Access Initiative (Funding supports the EAL Learning Lab, programs such as EAL for Work-Life Success, and associated research).

SSHRC Insight Development Grant (2018-2020/extended to 2023):

Alternative Pathways: Examining the Impact of English for Academic Purposes on the Undergraduate Experiences of Students from Linguistically Diverse Backgrounds
With Dr. C. Doe (Mount Saint Vincent University) and Dr. L. Cheng (Queen’s University)

UBC Excellence Fund (2018-2021):

English as an Additional Language (EAL) Support in the Writing and Research Centre, UBC Okanagan Library
With A. Brobbel (University of British Columbia)

UBC Okanagan OER Grant (2021 -2022):

Listening and Speaking EAP: Materials Development for Students Learning EAL on UBC’s Okanagan Campus
With A. McLeod (University of British Columbia)

Current Thesis- and Dissertation-Based Graduate Students (Supervised by Scott Douglas)

Karin Wiebe (PhD Student): English as an Additional Language Teaching and Learning for the Canadian Workplace

Completed Thesis- and Dissertation-Based Graduate Students (Supervised by Scott Douglas)

Selected Publications & Presentations

Books

Caplan, N. A. & Douglas, S. R. (2020). Q Skills for Success Reading and Writing 5 (3rd ed.). New York, NY: Oxford University Press.

Douglas, S. R. (2018). Academic Inquiry 4: Essays and Research. Don Mills, ON: Oxford University Press.

Refereed Articles and Chapters

Landry, M. H., Pilin, M., Brobbel, A., & Douglas, S. R. (2023). Tutor perceptions of a university writing centre’s program of skills development for supporting multilingual students using English as an additional language. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2). https://doi.org/10.5206/cjsotlrcacea.2023.2.14729

Douglas, S. R., Landry, M. H., Doe, C., & Cheng, L. (2022). English for academic purposes student reflections: Factors related to their additional language socialization at a Canadian university. TESL Canada Journal, 39(1). 1–23. https://doi.org/10.18806/tesl.v39i1/1373

Douglas, S. R., & Landry, M. H. (2021). English for academic purposes programs: Key trends across Canadian universities. Comparative and International Education / Éducation comparée et international 50(1), 49–73. https://doi.org/10.5206/cieeci.v50i1.10925

Douglas S.R., Campbell, R., Scott R. (2021). Encountered imagery: An English for academic purposes photovoice project. TESOL Journal, 12(2), e573, 1–6. https://doi.org/10.1002/tesj.573

Cheng, L., Im, G. H., Doe, C., & Douglas, S. R. (2021) Identifying English language use and communication challenges facing “entry-level” workplace immigrants in Canada. Journal of International Migration and Integration, 22, 865–886. https://doi.org/10.1007/s12134-020-00779-w

Pilin, M., Landry, M., Douglas, S., & Brobbel, A. (2020). The tutor development needs of writing centre consultants working with undergraduate students using English as an additional language. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 30, 290–313 . https://doi.org/10.31468/cjsdwr.827

Douglas, S. R., Doe, C., & Cheng, L. (2020). The role of the interlocutor: Factors impeding workplace communication with newcomers speaking English as an additional language. Canadian Modern Language Review, 76(1), 31–49. https://doi.org/10.3138/cmlr.2018-0161

Douglas, S. R. (2020). Counterfactual understandings: What Japanese undergraduate students wish they had known before a short-term study abroad experience. TESL-EJ, 23(4). 1–19. Retrieved from http://www.tesl-ej.org/wordpress/issues/volume23/ej92/ej92a2/

Douglas, S. R. (2019). The productive lexical profile of an undergraduate non-credit academic writing course. In A. Tsedryk & C. Doe (Eds.), The description, measurement, and pedagogy of words (pp. 142–172). Newcastle-upon-Tyne, UK: Cambridge Scholars Publishing.

Douglas, S. R., Sano, F., & Rosvold, M. (2018). Short-term study abroad: The storied experiences of teacher candidates from Japan. LEARNing Landscapes Journal, 11(2), 127-140. Retrieved from https://www.learninglandscapes.ca/index.php/learnland/article/view/951

Douglas, S. R. & Rosvold, M. (2018). Intercultural communicative competence and English for academic purposes: A synthesis review of the scholarly literature. Canadian Journal of Applied Linguistics, 21(1), 23-42. Retrieved from https://journals.lib.unb.ca/index.php/CJAL/article/view/25337

Riley, T. & Douglas, S. R. (2016). The multicultural café: Enhancing authentic interaction for adult English language learners through service learning. TESL Canada Journal, 34(11), 25-50. https://doi.org/10.18806/tesl.v34i1.1254

Roessingh, H., Douglas, S. R. & Wojtalewicz, B. (2016). Lexical standards for expository writing at grade 3: The transition from early literacy to academic literacy. Language and Literacy, 18(3), 123-144. http://dx.doi.org/10.20360/G2W59P

Douglas, S. R. (2016). Preparing for linguistic diversity: Teacher candidate reflections on an elementary education course in additional language teaching and learning. In M. Hirschkorn & J. Mueller (Eds.), What should Canada’s teachers know? Teacher capacities: Knowledge, beliefs and skills (pp. 536-568). Ottawa, ON: Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/38780

Douglas, S. R. (2015). The relationship between lexical frequency profiling measures and rater judgements of spoken and written general English language proficiency on the CELPIP-General Test. TESL Canada Journal, 32(9), 43-64. Retrieved from http://www.teslcanadajournal.ca/index.php/tesl/article/view/1217

Douglas, S. R. (2015). Student perspectives on a short-term study abroad experience. In N. Sonda, A. Krause, and H. Brown (Eds.), JALT2014 Conference Proceedings. Tokyo: JALT. 208-216. [Peer Reviewed Conference Proceedings 4,443 words including references]. Retrieved from http://jalt-publications.org/proceedings/articles/4708-student-perspectives-short-term-study-abroad-experience

Douglas, S. R. & Kim, M. (2014). Task-based language teaching and English for academic purposes: An investigation into instructor perceptions and practice in the Canadian context. TESL Canada Journal, 31(8), 1-22. https://doi.org/10.18806/tesl.v31i0.1184

Douglas, S. R. (2014). Concurrent validity and EAP instructor-assessed final grades. International Student Experience Journal, 2(2), 14-18. https://issuu.com/chrislima90/docs/isej_vol2_issue2_full_0cccdde2924682

Douglas, S. R. (2014). Teacher perceptions of task-based language teaching and learning across Canada. In H.M. McGarrell & D. Woods (eds.) Contact: Refereed Special Research Symposium Issue, 40(2), 11-31. Available at http://www.teslontario.net/publication/research-symposium

Douglas, S. R. (2013). After the first 2,000: A response to Horst’s “Mainstreaming second language vocabulary acquisition.” Canadian Journal of Applied Linguistics, 16(1), 189-199. Retrieved from https://journals.lib.unb.ca/index.php/CJAL/article/view/21298

Roessingh, H. & Douglas, S. R. (2013). Raising the lexical bar: The potential of teacher talk to support learning academic vocabulary. In Cowart, M.T. and Anderson, G. (Eds.) Teaching and Leading in Diverse Schools. Arlington, VA: Cahn Nam Publishers, Inc. 99-124.

Douglas, S. R. (2013). The lexical breadth of undergraduate novice level writing competency. Canadian Journal of Applied Linguistics, 16(1), 152-170. Retrieved from http://journals.hil.unb.ca/index.php/CJAL/article/view/21176

Roessingh, H. & Douglas, S. R. (2012). Educational outcomes of English language learners at university. Canadian Journal of Higher Education, 42(1), 80-97. Retrieved from https://doi.org/10.47678/cjhe.v42i1.182449

Roessingh, H. & Douglas, S. R. (2012). English language learners’ transitional needs from high school to university: An exploratory study. Journal of International Migration and Integration, 13(3), 285-301. https://doi.org/10.1007/s12134-011-0202-8

BC TEAL Journal Editorials

Douglas, S. R. (2023). Scholar-Practitionership as a Way of Being in the Field of EAL Teaching and Learning. BC TEAL Journal, 8(1), i-iii. https://doi.org/10.14288/bctj.v8i1.548

Douglas, S. R. (2022). Carving Out an Epistemological Space: EAL Teaching and Learning as a Field of Inquiry. BC TEAL Journal, 7(1), i-iii. https://doi.org/10.14288/bctj.v7i1.513

Douglas, S. R. (2021). Multidisciplinary Breadth: The Many Facets of English as an Additional Language Teaching and Learning. BC TEAL Journal, 6(1), i-iii. https://doi.org/10.14288/bctj.v6i1.465

Douglas, S. R. (2020). Local Milestones in Scholarly Publishing: Five Years of the BC TEAL Journal. BC TEAL Journal, 5(1), i-iii. https://doi.org/10.14288/bctj.v5i1.392

Douglas, S. R. (2019). Scholar-Practitioners Contributing to the English as an Additional Language Teaching and Learning Community’s Knowledge Resources. BC TEAL Journal, 4(1), i-iii. https://doi.org/10.14288/bctj.v4i1.346

Douglas, S. R. (2018). Contributing to Open Access Journals with Peer Review: A Meaningful Opportunity for Engaged Continuing Professional Development. BC TEAL Journal, 3(1), i-iii. https://doi.org/10.14288/bctj.v3i1.320

Douglas, S. R. (2017). Free and Open Access: How English Language Teaching Associations Can Foster the Dissemination of Knowledge Through Scholarly Journals. BC TEAL Journal, 2(1), i-ii. https://doi.org/10.14288/bctj.v2i1.284

Douglas, S. R. (2016). A Journal for Teaching English as an Additional Language in British Columbia. BC TEAL Journal, 1(1), i-ii. https://doi.org/10.14288/bctj.v1i1.258